Volume 12, Issue 1 (Spring 2025)                   DSME 2025, 12(1): 1-6 | Back to browse issues page


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Mahdavifard H. A review of some learning theories in medical sciences. DSME 2025; 12 (1) :1-6
URL: http://dsme.hums.ac.ir/article-1-499-en.html
PH.D, Medical education, Educational Development Center, Neyshabur university of medical sciences Neyshabur, Iran.
Abstract:   (708 Views)
Practitioners in the field of medical education have used a wide range of learning theories for teaching. Researchers have discussed a total of 13 theoretical approaches to medical education: behaviorism, cognitivism, constructivism, humanism, social learning, situated learning, community of practice, workplace-based learning, experiential learning, reflective practice, adult learning, transformative learning, and self-directed learning (1, 2). Several other theories have also been discussed in medical education, including cognitive apprenticeship theory, cognitive load theory, and multimedia learning theory (3). Why are there so many theories about learning? Researchers have suggested two reasons. First, there is more than one type of learning, and each learning theory is useful in a different learning context. For example, a theory that explains how facts are remembered does not necessarily explain how a learner understands an abstract piece of science. An analogy in medicine is that the germ theory of disease does not explain genetic defects. Second, different researchers have looked at the phenomenon of learning from different perspectives. This has been likened to the Indian story of the blind men examining an elephant but arriving at different understandings (4). Therefore, the existence of multiple perspectives is a boon for medical educators to understand both the theories and their application to specific learning contexts (3).
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Full-Text [PDF 397 kb]   (43 Downloads)    
Type of Study: Letter to Editor | Subject: Special
Received: 2025/02/5 | Accepted: 2025/03/3 | Published: 2025/07/1

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